There are low quiz and exam scores as well as low passing rates in an introduction to Biology course at a community college due to the fact that professors do not have the means to actively assess students during class presentations to see if they are learning the content or not. The school I am working in is a two-year community college located approximately 15 minutes outside of Washington, D.C. The campus servers approximately 5,000 students, any of which of English as a Second Language (ESL) students. My focus will be on an introduction to Biology course, Bio 102, which students on the campus have to enroll in as a graduation requirement. In this course, and other introduction science courses students struggle to learn the complex content, and often receive low assessment scores, and ultimately fail the course.
Since it can be difficult and time consuming for professors to actively research, and pin point the issue I am proposing that the professor, in this introduction course, implement use of a student response system called SMART response. This system will allow the professor to actively engage and receive instant feedback as to whether the students are learning the content or not. The professor is going to add in various questions with her power point presentations to assess the students every so often during classroom lessons to check for knowledge acquisition. Students will be assigned a specific clicker to use for pre-assessment, in-class, and post-assessment lessons with SMART response. This allows the professor to track class and individual student progress over the course of the semester.
Giving students questions during classroom lessons to answer via SMART response will allow the professor to differentiate her teaching based on what students do and do not understand. Furthermore using the clickers allows the teacher to actively engage students, and quickly assess them during lesson without having to give and grade a paper quiz or test.
Introduction
This technology based solution was implemented to improve student engagement and achievement in college level Biology course. The community college were this project is being conducted at is located approximately 15 minutes outside of Washington D.C. and serves a diverse population of approximately 5,000 students. Many students who attend this college are English as a Second Language (ESL) students that have immigrated to the U.S.
This project will focus on an introduction to Biology course, Biology 101, that is required course to be taken by students enrolled in a two-year or four-year degree program. The students enrolled in this course are either first or second year college students. Recently professors have noticed a decline in student performance on assessments in Biology courses as well as decline in passing rates. Professors do not have a means to actively, and immediately assess students during lecture presentations to see if they are learning the content or not.
The solution that is going to be implemented to help with this issue is use of a student response system (SRS). SRS systems commonly known as “clickers” are remote-like devices that students use to respond to questions asked by the educator. A Biology professor will begin implementing use of the SMART response system, where they can assess students on the spot during class to see if they are learning the content or not. With use of the SMART response the professor will delivery various formats of questions (i.e. multiple choice, yes or no) into existing power point presentations. Students will be given a pre and post assessment prior to full implementation of clicker usage to see how the technology affected their experience and learning in the Biology course. The expected results are that the students will improve their assessment scores as well as have a more positive experience with lecture-based courses. Objectives
At least 80% of the participating students will improve their pre assessment grades by at least 20% based on their post assessment score on the topics of photosynthesis, mitosis, and meiosis.
At least 80% of the participating students will increase their weekly quiz grades by at least 20% from prior to implement of tech-based solution.
Instructors will be able to identify whether or not students are acquiring at least 80% of content knowledge before, during, and after lecture presentations by using the SMART response clickers.
At least 80% of students gained a more positive view of this introductory course through clicker usage and engagement.
Technology-based solution
SMART response clickers will be used in an Introduction to Biology course, Biology 101, to help increase student achievement. The course is a requirement for students attending the college in order to complete a specific two-year degree, or to transfer to a four-year university. The community college campus is located approximately 15 miles from Washington DC and serves a population of approximately 15,000 students. There are 150 full time faculty with approximate 300 adjuncts that work on campus as well. Many of the students have learned English as their second language, and are new residents to the United States. In mainly lecture based courses students are struggling to retain contain information learned, specifically in these introduction to Biology courses. Through speaking with a few professors it was found that as the semester goes on students grades gradually drop off and students often fail the course. Professors are struggling to effectively and quickly identify where students are having the majority of learning issues with the content.
The solution that will be implemented is use of the SMART response clickers system. Students will be given a clicker, and log in id code that for a remote clicker that they will use during classroom presentations. The professor will strategically place content and assessment related questions throughout the lecture to assess students and see immediate results as to whether they are learning the information or not. Students will be given a pre unit assessment to see what they already know about a unit on Mitosis, Meiosis, and Cell Division, and will be given the same assessment at the conclusion of the unit to see what they have learned. Throughout the unit the professor also plans to add SMART response questions to her lecture presentations during class to actively assess student to make sure they are engaged and in fact learning the content. The professor will use the SMART response database to track student progress over the course of the unit, and compare student performance from past presentations to see how effective use of the clickers were. Using an SRS in the classroom is time effective for both professors and students. Professors save time with grading numerous papers, while students save time learning what they do and do not need to study. Use of a SRS saves trees in a time of increased budget concerns for colleges and saving money in the long run on high costs items, such as copy paper. Research studies have shown that use of an SRS in a college level course have increased student engagement and overall improved student performance in classes.
Literature Review The literature review looks at how effective or ineffective clicker implementation has been at the college level in mostly lecture-based courses. Researchers have tracked student achievement for groups that have gone through courses with and without use of the clickers. According to Mejerich (2011), “students who participate in clicker episodes achieve significantly higher scores.” Research has also found that students have a more positive experience when a SRS is used in the course. So not only are students be looked at based on performance, they are also being surveyed based upon their overall experience in the course. Clickers have been used in large lecture based courses to create a more “interactive” and “engaging” experience for students (Powell, Straub, Rodriguez, & VanHorn 2011 p. 1). Use of the clickers is meant to increase student engagement, performance, and identify misconceptions that occur. Clickers are used for several reasons: to increase and manage interaction, assess students, found out more about student opinions, to practice, and to make the classroom more fun (Majerich, Stull, Jansen, Varnum, Gilles, & Ducette 2011, p. 13).
Student Performance In science classes professors “are being charged to replace traditional methods with more student centered methods” (Mejerick, Stull, Jansen Varnum, Gilles & Ducette 2011 p. 12). Clickers are being used to fulfill a variety of tasks, such as for assessments (summative and formative), and polling to see how students feel about certain topics (2011 p. 13). In this specific study a college physics class was examined where two groups, where one that used the clickers and the other did not. The study found that students that used the clickers received higher scores on assessments compared with those who did not. In another study completed in an introductory level Psychology course use of the clickers was implemented to make the typical “passive and impersonal” lecture more interactive for students and they are being used as “vehicles to increase student understanding” (Powell 2011, p. 1 & 3). In this study also it was found that students who used the clickers achieved higher scores on assessments than those who did not. In another study researchers found that student were more willingly to respond to questions if they had a clicker to use in class (Mula & Kavanagh 2009, p. 10). Overall through clicker usage student performance and engagement increased. Student View
Not only is it important for students to increase their achievement level, but it is also important that students perceive that they are understanding concepts better, and overall are enjoying their experience in the course. In a study completed in a health sciences courses surveys revealed that “students perception of clicker effectiveness was quite positive (Fitzpatrick, Finn & Campisi 2011, p.282). Students viewed these active learning strategies with clicker use as a positive, and enhanced their learning experience (2011, p. 284). Students also tend to understand more when they are interactively engaged in the presentation, instead of just being static people in a large lecture hall.
Summary/Conclusion
These aforementioned studies and research show that clicker implementation does have an effect on student engagement and performance. Through use of the clickers many students have been more success in passing exams and courses than compares with courses that do not use a SRS. The studies show that students are more engaged in classroom presentations, and more likely to pay attention if they know that they are being required to actively participate. Thus in turn students and professors are both receiving immediate feedback as to where the problem areas are so that study and teaching methods can be altered to meet cognitive needs. The goal of this project is to increase student understanding and performance on assessments in the Biology course as well as improve teaching methods to be tailored more to meet the needs of student.
References Anderson, L. S., Healy, A. F., Kole, J. A., & Bourne, L. r. (2011). Conserving time in the classroom: The clicker technique. The Quarterly Journal of Experimental Psychology, 64(8), 1457-1462. doi:10.1080/17470218.2011.593264
FitzPatrick, K. A., Finn, K. E., & Campisi, J. (2011). Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum. Advances In Physiology Education, 35(3), 280-289.
Joce, I. (2008). Increasing variety in assessment using clickers. School Science Review, 89(329), 29-30.
Kenwright, K. (2009). Clickers in the Classroom. Techtrends: Linking Research And Practice To Improve Learning, 53(1), 74-77.
Majerich, D. M., Varnum, S., Gilles, T., Stull, J. C., & Ducette, J. P. (2011). Facilitation of Formative Assessments using Clickers in a University Physics Course. Interdisciplinary Journal Of E-Learning & Learning Objects, (7)11-24.
Mula, J. M., & Kavanagh, M. (2009). Click Go the Students, Click-Click-Click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal Of Business Education & Scholarship Of Teaching, 3(1), 1-17.
Patterson, B., Judith, K., & Eric, W. (2010). Evidence for teaching practice: The impact of clickers in a large classroom environment. Nurse Education Today, 30603-607. doi:10.1016/j.nedt.2009.12.008
Powell, S., Straub, C., Rodriguez, J., & VanHorn, B. (2011). Using clickers in large college psychology classes: Academic achievement and perceptions. Journal Of The Scholarship Of Teaching & Learning, 11(4), 1-11.
Trees, A. R., & Jackson, M. . (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems. Learning, Media And Technology, 32(1), 21-40. doi:10.1080/17439880601141179
There are low quiz and exam scores as well as low passing rates in an introduction to Biology course at a community college due to the fact that professors do not have the means to actively assess students during class presentations to see if they are learning the content or not. The school I am working in is a two-year community college located approximately 15 minutes outside of Washington, D.C. The campus servers approximately 5,000 students, any of which of English as a Second Language (ESL) students. My focus will be on an introduction to Biology course, Bio 102, which students on the campus have to enroll in as a graduation requirement. In this course, and other introduction science courses students struggle to learn the complex content, and often receive low assessment scores, and ultimately fail the course.
Since it can be difficult and time consuming for professors to actively research, and pin point the issue I am proposing that the professor, in this introduction course, implement use of a student response system called SMART response. This system will allow the professor to actively engage and receive instant feedback as to whether the students are learning the content or not. The professor is going to add in various questions with her power point presentations to assess the students every so often during classroom lessons to check for knowledge acquisition. Students will be assigned a specific clicker to use for pre-assessment, in-class, and post-assessment lessons with SMART response. This allows the professor to track class and individual student progress over the course of the semester.
Giving students questions during classroom lessons to answer via SMART response will allow the professor to differentiate her teaching based on what students do and do not understand. Furthermore using the clickers allows the teacher to actively engage students, and quickly assess them during lesson without having to give and grade a paper quiz or test.
Introduction
This technology based solution was implemented to improve student engagement and achievement in college level Biology course. The community college were this project is being conducted at is located approximately 15 minutes outside of Washington D.C. and serves a diverse population of approximately 5,000 students. Many students who attend this college are English as a Second Language (ESL) students that have immigrated to the U.S.
This project will focus on an introduction to Biology course, Biology 101, that is required course to be taken by students enrolled in a two-year or four-year degree program. The students enrolled in this course are either first or second year college students. Recently professors have noticed a decline in student performance on assessments in Biology courses as well as decline in passing rates. Professors do not have a means to actively, and immediately assess students during lecture presentations to see if they are learning the content or not.
The solution that is going to be implemented to help with this issue is use of a student response system (SRS). SRS systems commonly known as “clickers” are remote-like devices that students use to respond to questions asked by the educator. A Biology professor will begin implementing use of the SMART response system, where they can assess students on the spot during class to see if they are learning the content or not. With use of the SMART response the professor will delivery various formats of questions (i.e. multiple choice, yes or no) into existing power point presentations. Students will be given a pre and post assessment prior to full implementation of clicker usage to see how the technology affected their experience and learning in the Biology course. The expected results are that the students will improve their assessment scores as well as have a more positive experience with lecture-based courses.
Objectives
Technology-based solution
In mainly lecture based courses students are struggling to retain contain information learned, specifically in these introduction to Biology courses. Through speaking with a few professors it was found that as the semester goes on students grades gradually drop off and students often fail the course. Professors are struggling to effectively and quickly identify where students are having the majority of learning issues with the content.
The solution that will be implemented is use of the SMART response clickers system. Students will be given a clicker, and log in id code that for a remote clicker that they will use during classroom presentations. The professor will strategically place content and assessment related questions throughout the lecture to assess students and see immediate results as to whether they are learning the information or not. Students will be given a pre unit assessment to see what they already know about a unit on Mitosis, Meiosis, and Cell Division, and will be given the same assessment at the conclusion of the unit to see what they have learned. Throughout the unit the professor also plans to add SMART response questions to her lecture presentations during class to actively assess student to make sure they are engaged and in fact learning the content. The professor will use the SMART response database to track student progress over the course of the unit, and compare student performance from past presentations to see how effective use of the clickers were.
Using an SRS in the classroom is time effective for both professors and students. Professors save time with grading numerous papers, while students save time learning what they do and do not need to study. Use of a SRS saves trees in a time of increased budget concerns for colleges and saving money in the long run on high costs items, such as copy paper. Research studies have shown that use of an SRS in a college level course have increased student engagement and overall improved student performance in classes.
Literature Review
The literature review looks at how effective or ineffective clicker implementation has been at the college level in mostly lecture-based courses. Researchers have tracked student achievement for groups that have gone through courses with and without use of the clickers. According to Mejerich (2011), “students who participate in clicker episodes achieve significantly higher scores.” Research has also found that students have a more positive experience when a SRS is used in the course. So not only are students be looked at based on performance, they are also being surveyed based upon their overall experience in the course. Clickers have been used in large lecture based courses to create a more “interactive” and “engaging” experience for students (Powell, Straub, Rodriguez, & VanHorn 2011 p. 1). Use of the clickers is meant to increase student engagement, performance, and identify misconceptions that occur. Clickers are used for several reasons: to increase and manage interaction, assess students, found out more about student opinions, to practice, and to make the classroom more fun (Majerich, Stull, Jansen, Varnum, Gilles, & Ducette 2011, p. 13).
Student Performance
In science classes professors “are being charged to replace traditional methods with more student centered methods” (Mejerick, Stull, Jansen Varnum, Gilles & Ducette 2011 p. 12). Clickers are being used to fulfill a variety of tasks, such as for assessments (summative and formative), and polling to see how students feel about certain topics (2011 p. 13). In this specific study a college physics class was examined where two groups, where one that used the clickers and the other did not. The study found that students that used the clickers received higher scores on assessments compared with those who did not. In another study completed in an introductory level Psychology course use of the clickers was implemented to make the typical “passive and impersonal” lecture more interactive for students and they are being used as “vehicles to increase student understanding” (Powell 2011, p. 1 & 3). In this study also it was found that students who used the clickers achieved higher scores on assessments than those who did not. In another study researchers found that student were more willingly to respond to questions if they had a clicker to use in class (Mula & Kavanagh 2009, p. 10). Overall through clicker usage student performance and engagement increased.
Student View
Not only is it important for students to increase their achievement level, but it is also important that students perceive that they are understanding concepts better, and overall are enjoying their experience in the course. In a study completed in a health sciences courses surveys revealed that “students perception of clicker effectiveness was quite positive (Fitzpatrick, Finn & Campisi 2011, p.282). Students viewed these active learning strategies with clicker use as a positive, and enhanced their learning experience (2011, p. 284). Students also tend to understand more when they are interactively engaged in the presentation, instead of just being static people in a large lecture hall.
Summary/Conclusion
These aforementioned studies and research show that clicker implementation does have an effect on student engagement and performance. Through use of the clickers many students have been more success in passing exams and courses than compares with courses that do not use a SRS. The studies show that students are more engaged in classroom presentations, and more likely to pay attention if they know that they are being required to actively participate. Thus in turn students and professors are both receiving immediate feedback as to where the problem areas are so that study and teaching methods can be altered to meet cognitive needs. The goal of this project is to increase student understanding and performance on assessments in the Biology course as well as improve teaching methods to be tailored more to meet the needs of student.
References
Anderson, L. S., Healy, A. F., Kole, J. A., & Bourne, L. r. (2011). Conserving time in the classroom: The clicker technique. The Quarterly Journal of Experimental Psychology, 64(8), 1457-1462. doi:10.1080/17470218.2011.593264
FitzPatrick, K. A., Finn, K. E., & Campisi, J. (2011). Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum. Advances In Physiology Education, 35(3), 280-289.
Joce, I. (2008). Increasing variety in assessment using clickers. School Science Review, 89(329), 29-30.
Kenwright, K. (2009). Clickers in the Classroom. Techtrends: Linking Research And Practice To Improve Learning, 53(1), 74-77.
Majerich, D. M., Varnum, S., Gilles, T., Stull, J. C., & Ducette, J. P. (2011). Facilitation of Formative Assessments using Clickers in a University Physics Course. Interdisciplinary Journal Of E-Learning & Learning Objects, (7)11-24.
Mula, J. M., & Kavanagh, M. (2009). Click Go the Students, Click-Click-Click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal Of Business Education & Scholarship Of Teaching, 3(1), 1-17.
Patterson, B., Judith, K., & Eric, W. (2010). Evidence for teaching practice: The impact of clickers in a large classroom environment. Nurse Education Today, 30603-607. doi:10.1016/j.nedt.2009.12.008
Powell, S., Straub, C., Rodriguez, J., & VanHorn, B. (2011). Using clickers in large college psychology classes: Academic achievement and perceptions. Journal Of The Scholarship Of Teaching & Learning, 11(4), 1-11.
Trees, A. R., & Jackson, M. . (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems. Learning, Media And Technology, 32(1), 21-40. doi:10.1080/17439880601141179